School Committee Office of Academics - Boston Public Schools · Math, ELA, Science, History, Arts,...

School Committee

Office of Academics

Eileen de los Reyes Deputy Superintendent Academics

May 13, 2015

5/14/2015 1

1. BPS will provide rigorous, effective, and engaging curriculum, instruction, and enrichment. Special focus will be given to the following areas:

a) Literacy and numeracy1, particularly in early and transition years, to build a strong foundation for academic success across all subject areas and across all grades.

b) College readiness and/or career preparedness.

2. BPS will continue to foster an environment of high expectations combined with targeted interventions and support in order to meet the learning needs of all students.

3. BPS will provide equitable access to quality facilities

and highly effective programs.

4. BPS will implement strategies to ensure every school will have highly effective school leaders, teachers, and staff. The workforce will reflect the rich diversity of the students BPS serves.

5. BPS will continue to increase school autonomy and support to schools while also strengthening clear systems of accountability for both central office and schools.

6. BPS will empower, support, and hold accountable school leaders, teachers, and staff to effectively engage with families, partners, and the community to foster shared responsibility for student achievement.

BOSTON PUBLIC SCHOOLS, Office of Academics

2

Improved

student

outcomes:

Improved

school

quality:

Strong district

leadership/high-

quality, action-

oriented teachers

& staff:

Effective

resource

allocation:

Priority Area

1

2

3

4

BPS will graduate all students as life-long learners and engaged global citizens, well-prepared for post-secondary pathways.

BPS will be a district of all high-performing schools, eliminating both the opportunity gap and the achievement gap.

BPS will recruit, hire, develop, support, and

retain highly effective, culturally proficient

school and district leaders, teachers, and

staff who are held accountable for

improving student outcomes.

BPS will make effective and equitable use of all available resources.

Thematic Category Aspirations

Greater

community

engagement:

BPS will strengthen student, family, and community investment to enable student success.

5

Table of contents

3

1. Office of Academics

1.1. Overview .............................................................................. Pg 4

1.2. Interrupting the Pipeline ..................................................... Pg 5

2. Instructional Research & Development ................. Pg 8

3. Academic Response Teams .................................... Pg 15

4. Network Structure .................................................... Pg 16

5. Appendix ................................................................... Pg 18


4


•Use quantitative and qualitative data to identify and resolve instructional problems

Incorporating a data-driven approach

•Align resources and supports in a collaborative approach that is appropriate for all schools in the BPS portfolio

Establishing a school support and accountability structure

•Leverage the Network structure and refocusing Central Office supports and services on instruction

Building principal capacity to focus on instruction

•Developing Focus on K2 in house, partnering with HGSE to develop curricula for grades 1-2, and piloting Expeditionary Learning in grades 3-5 in 30 schools

Developing a comprehensive approach to literacy instruction

in K2-5

•Establishing Academic Response Teams serve as a cross-content team supporting school-wide transformation

Developing intervention strategies

•Providing intensive support of Level 4 and high needs schools

Developing and sustaining collaborative relationship with

DESE

•Establishing new working coalitions with students and principals through advisory boards

Developing network of advisory boards

•Reducing dropout rate from 6.4% to 3.8% - the lowest in BPS history and Increased 4-year graduation rate from 64.4% to 66.7%

Reducing district dropout rates and increasing graduation

rates

The Office of Academics prides itself on:

Tra

nsf

orm

ing

Target: Level 4 & 5 schools, and Level 3 schools where outcomes are stagnant (2 years) and their performance is beneath the 10th percentile of comparable schools in MA.

Goal: Support and intervene if necessary as in-district receiver with the capacity to transform the school

Imp

rov

ing

Target: Schools where there is evidence of progress but improvements have not been enough to move school to a higher level and performance. Schools are between the 10th - 25th percentile of comparable schools in MA

Goal: Support schools in strengthening and/or identifying new organizational and instructional practices and interventions to accelerate progress

Su

sta

inin

g

Target: High-performing schools, Level 1 and Level 2 schools that are between the 26th - 99th percentile of comparable schools in MA

Goal: Sustain organizational and instructional practices and interventions that help move the school to a higher level; remain vigilant that unanticipated internal or external actions do not derail school’s performance

5

Tiered Supports and Interventions

Note: Level of intervention will be informed by the internal measures as well as DESE Level designations

Strategy to turnaround schools and interrupt pipeline of Level 4 schools

BOSTON PUBLIC SCHOOLS Academics BOSTON PUBLIC SCHOOLS, Office of Academics

School Tiers by Network

Transforming (40 Schools)

Improving (37 Schools)

Sustaining (32 Schools)

A: 0 Schools A: 7 Schools A: 6 Schools

B: 6 Schools B: 3 Schools B: 3 Schools

C: 7 Schools C: 4 Schools C: 3 Schools

D: 4 Schools D: 8 Schools D: 2 Schools

E: 6 Schools E: 3 Schools E: 7 Schools

F: 5 Schools F: 3 Schools F: 4 Schools

G: 11 Schools G: 9 Schools G: 7 Schools

6

There are also 13 schools that do not have accountability data, including Early Education programs, alternative schools, and newer schools (less than 4 years of data).


7

Tiered Structure of Supports

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS, Office of Academics

Transforming Schools

Baseline Support: Curriculum guidance and PD, DNA, OL, Social Worker, Liaisons

School Quality Reviews (SQR)

School Audits

Academic Response Teams (ART)

TNTP Pilot in Networks B and C

Compliance support to Level 4 and other DESE designated schools:

Improving Schools


SQR + School Audits with focus on identifying what is preventing the schools from achieving outcomes

Sustaining Schools


Baseline support to 100% of school in the BPS

Differentiated approach to specific schools needs

Strategic initiatives at the Network Level guided by data findings and principal input

100% of students succeed

and

we eliminate achievement

gap

Network Structure

ART

IR&D

The Network Structure, IR&D and ART teams work together to provide a tiered structure of supports to schools

8

Theory of Action: Focus on Instruction


We believe that:

If we develop a vision of excellent instruction, and

If we align district priorities and goals to the vision, and

If the central team aligns its systems and policies to the vision, and

If we develop and empower strong network instructional leaders,

and

If we support instructional leaders in schools with the highest

contribution to the achievement gap,

Then we will enable great teaching of rigorous content and ensure

that all students receive an excellent education that prepares them

for success in college and career.

9


In excellent classrooms, where teachers are providing relevant and

culturally responsive opportunities for students to be validated and

affirmed Boston Public School students are:

Vision of Excellent Instruction

Consultation with stakeholders

BOSTON PUBLIC SCHOOLS

10

Essential Characteristics of Culturally

Responsive Teaching


•Build positive relationships with and among students and families in the context of culture.

•Providing appropriate support in their efforts toward high academic achievement.

•Acknowledge and incorporate the relevance of cultural heritage of students into instructional strategies and materials.

•Communicate and validate the cultures represented in classrooms to maximize learning opportunities.

Ensure teachers

know students’ cultures

Provide relevant and

rigorous culturally

responsive instruction

Build relationships with students and families

Empower students by setting high

expectations

Geneva Gay, 2000

11

Core Actions: Disseminated

Core Action Indicators

Core Action Sub-

Indicators

Alignment to

Evaluation Rubric

Scaffolds and

Supports: UDL and

WIDA

Core Actions for other content areas specifically identify the importance of

disciplinary literacy; it is an expectation

in ELA/Literacy.


5/14/2015 12

Core Aligned Literacy

Modules (EL) roll out

Review of current and alternative

math curriculum

Resources for Busing

and Desegregati

on

courses by content for MassCORE Alignment

Review and piloting of

math curriculum

Resources for Busing and

Desegregation and teaching

about Ferguson

Instructional Research and Development

K0-K2

•OWL, Focus on K2

•Feedback loops and revision on curriculum

Grades 1-2

•Literacy Curriculum with HGSE

•Review of current and alternative math curriculum

Grades 3-5

•Core Aligned Literacy Modules (EL) roll out


•Resources for Busing and Desegregation

Grades 6-8

•Pilots of Core Aligned Literacy Modules (EL)


•Resources for Busing and Desegregation

Grades 9-12

•Review of all courses by content for MassCORE Alignment


•Resources for Busing and Desegregation and teaching about Ferguson

Strengthening the curriculum across grades


Initial MassCORE

Data Analysis & feedback

Black and Latino Boys

Report

Disparities by School, Language,

and Disability

status

IR&D: Math, ELA, Science, History,

Arts, World Languages

Course Audit Process

MA DESE, HS Office, ODA,

Guidance Technology,

SPED, ELL

Varied outcomes

with updated

code, gaps persist

Analysis with updated

MassCORE Field

Analysis of opportunity

gaps by school/sub

groups

Present initial finding

to stakeholders and receive feedback

Moving Forward

Implement recommend

ations

13

Process: i. Investigation

ii. Consultation

iii. Implementation


High School Initiatives: MassCORE Alignment

Instructional Research and Development

Validate new MassCORE field with schools

•Complete consultation with high schools

•Re-confirm findings of initial analysis with final MassCORE catalogue

•Conduct additional analysis based on new findings

Craft plan for support of students struggling to meet MassCORE

•Provide students and families with guidance (in person and online) on their progress to meeting graduation and college readiness requirements

•Enlist community partners to help address gaps and inequitable opportunities

•Coordinate high level interdisciplinary team tasked with ensuring BPS students are prepared and able to meet MassCORE requirements

Implement phased process to improve MassCORE Access and Achievement

•Conduct qualitative review of courses across schools

•Set targets by school and subgroup

•Establish accountability mechanism for multiple years improvement

14


Improving MassCORE Attainment: Next Steps Instructional Research and Development

15

Academic Response Teams (ART) Strategic Initiatives


Consistent implementation of the Core Actions across schools identified as Transforming to improve student achievement, increasing Student Growth and school CPI

Increasing the professional capital of the staff in Turnaround and Transforming schools to develop and strengthen systems, structures, and protocols for data driven teacher collaboration that continuously examines instruction and ensures high student performance

Strategic use of resources to provide out of school time learning and enrichment to eliminate the achievement and opportunity gap in our schools

Deploy three teams of experienced educators to 19 schools to provide support across content areas and grade levels over an 8-week period


The purpose of the Network Structure is to leverage central office academics and operations to support the improvement of instructional leadership and instruction in ALL schools.

The Network Superintendent develops and leads a highly effective network organization that fully leverages district resources to: build the capacity of the school leader as an instructional leader; increase his/her ability to effectively manage school-based operations; develop and nurture culturally proficient, professional school cultures; and to develop strong partnerships with families and communities, as informed and differentiated by the needs of individual school communities, for the ultimate goal of student achievement.

Network Structure: Role and Purpose

16


Developed systems and structures for strengthening

instructional leadership of principals

Designed rigorous four-phased principal selection process

Led high-quality principal PD that focuses on topics related

to district priorities that was consistent across all networks

Created a shared and consistent process for instructional

practices observations in schools and providing feedback

to principals and instructional staff regularly

In collaboration with ODA and IR&D, developed a new

assessment system that includes predictive, paced interims,

unit and end-of-year assessments, among others

Network Structure Accomplishments over the past 3 years

17

5. Appendix

5/14/2015 18

Network A - Strategic Initiatives


19


1.Rigorous Implementation of the Massachusetts Curriculum Frameworks (MCF): Since February of 2014, Network A has had a strong focus on training principals and

teachers leaders on the shifts in the MCF and core actions to guide instruction. 5

schools are implementing the Core Aligned Literacy Modules (CALM) (Gr. 3-5) and

Fundations (K2- Gr.2). Network focus on early grades: network wide adoption of the

Fountas & Pinnell Benchmark Assessment(BAS) to assess and track reading levels in

grades K2 to 2. Several schools are using BAS up to grade 5.

2. Eliminating Achievement and Opportunity Gaps: Data cycles in network focus on students with disabilities and English language

learners. This has supported Tier II interventions at the classroom level. 5 Schools in the

network will be planning for Extended Learning Time to increase instructional time as

well as enriching opportunities for all students in the network. Roll out of Inclusion

Expansion initiative in the network will greatly benefit students with disabilities, which is

the lowest performing subgroup in the network.

3. Increasing Inclusive Practices: Due to strong instructional practices and structures, Network A was selected by the

Special Education department for the Inclusion Expansion initiative for almost all

schools in the network for SY 2015-2016. This initiative will include UDL Academy PD to

start in the spring of 2015 with continuation through the summer and fall of 2015.

Network B - Strategic Initiatives


1. Rigorous Implementation of the Massachusetts Curriculum Frameworks (MCF) Building our principals' facilitative/executive leadership capacity and improving the

quality of ILT/school-based meetings and professional development while

simultaneously building systems and structures for communication, collaboration,

support, and accountability (i.e., a formal request system, strong network-level teams,

website and regular data updates.)-All Schools

2. Eliminating Achievement and Opportunity Gaps: • Intensive support for schools below the 5th percentile. Leveraging all network liaisons

to provide level 1, level 2, and level 3 tiered supports. (RTI)[Winthrop, Higginson-Lewis,

Mendell, Timilty, and King Schools].

• Develop and monitor turnaround plan for Level 4 School. Provide comprehensive

support to School during period of turnaround (Winthrop).

• Provide strategic support to schools after exiting turnaround status to sustain

academic improvements and structural changes (Trotter, Orchard Gardens).

3. Increasing Inclusive Practices: Building capacity for all school leaders (including lead teachers) in the UDL

principles and Common Core Shifts (Engagement in SY 2015) at Network PD. –All

Schools

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Network C- Strategic Initiatives


21


1. Rigorous Implementation of the Massachusetts Curriculum Frameworks (MCF): At the school level, analyze grade level performance to determine the varied needs

of each grade level and/or classroom with resulting implementation of targeted,

innovative, inclusive practices through professional development. In collaboration

with all academic departments develop specific school-based approaches to

address the variable needs of each school, program, grade level and classroom.

2. Eliminating Achievement and Opportunity Gaps: Continue our work to eliminate the opportunity and achievement gaps of all students,

with emphasis on Boys of Color and students with disabilities, through effective use of

data cycles, assessment practices, action planning, and growth monitoring. The initial

work with individual schools and programs combined with ongoing research will

inform Network-wide best practices and efficient utilization of District and Network

support systems. Findings will be shared amongst the Networks.

3. Increasing Inclusive Practices: A significant achievement gap in Network C is with students with disabilities. We will

evaluate our current practices to formulate a deeper understanding of the causes

and develop appropriate and effective academic and socio-emotional supports. In

partnership with the SPED department, we will redevelop service delivery practices

and efficiently reorganize program placement within the Network.

Network D- Strategic Initiatives


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Strategic Initiatives

1. Rigorous Implementation of the Massachusetts Curriculum Frameworks (MCF): Building capacity for all school leaders (including lead teachers) in the CORE Actions

at monthly PD Sessions. In addition to collaboration across network- A team of

Network D Schools will pilot the CALM units and the Engage NY- Edison K-8 as the lab

site and the Tobin, Jackson Mann, Curley, Winship, Hennigan, GPA, and Curley.

Learning walks and monitoring visits will be held at all schools

2. Eliminating Achievement and Opportunity Gaps:

Build capacity for all school leaders (including young men’s leadership program coordinators) in the Cultural Responsive Instruction model- Gloria Ladson Billings. The

principal training will be incorporated into the UDL- engagement training, while the

Coordinators will participate in a year long in depth study group. Learning walks and

monitoring visits will be held at all schools.

3. Increasing Inclusive Practices: Building capacity for all school leaders (including lead teachers) in the UDL principles

(Engagement in SY 2015) at Network PD. 3 Network D Schools will be supported by

Harvard University’s Tom Hehir to serve as lab sites- Lyons K-8, Manning K-8, and

Hennigan K-6 School. Deb Rooney- principal of the Lyons, Carroll Blake for Office of

Achievement Gap, and Hillary Shea will support the network’s development in this

area. Learning walks and monitoring visits will be held at all schools

Network E- Strategic Initiatives


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1. Rigorous Implementation of the Massachusetts Curriculum Frameworks (MCF):

Improving Common Core Aligned Instruction through expanding opportunities to engage

with curriculum resources (Fundations for early Literacy, Core Aligned Literacy Modules

(CALM) for Grades 3-5, and Connected Mathematics Project 3 (CMP3) for middle school

math) and providing additional professional development for Network E teachers to support

curriculum implementation. We will build capacity for all school leaders (including lead

teachers) in the CORE Actions to support instruction improvement.

2. Building Capacity for Data Inquiry:

Build the capacity of all Network-E Schools to implement Data Inquiry Cycles and high

functioning Instructional Leadership Teams by leveraging the supports and resources from

Anet , the Office of Accountability & Data, the Network-E Liaisons, the Director of Network

Academics and the Network Superintendent.

3. Increasing Inclusive Practices & Eliminate Achievement Gaps:

Principals and lead teachers will participate in Professional Learning Communities to extend

learning and build capacity across Network E schools. Through PLCs, they will identify the

opportunity gaps in their schools and support each other in the development of professional

practices that can improve student learning for all, and specifically subgroups. Through

research, action planning, focused cross site visits, and progress monitoring of

implementation of identified strategies and professional practices, Network E principals and

teacher leaders will work together to eliminate opportunity gaps. To support teacher

leadership of Professional Learning Communities, Network E also funds scholarships to

teacher leadership courses such as Using Data, Supporting Instruction, Professional Expertise,

and Shared Leadership. 23

Network F- Strategic Initiatives


24

1. Rigorous Implementation of the Massachusetts Curriculum Frameworks (MCF): Five schools in the network are implementing the district sponsored initiative Focus

on Core. In addition, three schools are implementing a Transforming Literacy

Project proposal with the Conservatory Lab Charter School through the charter

school dissemination grant.

2. 8th grade math: The 8th grade math proficiency rates in the network are significantly lower than

other grade levels and lower than other networks. In response, 8th grade students

in five schools are receiving double doses of mathematics instruction: access to

the 8th grade math curriculum and access to an Algebra 1 course cost-shared by

schools in the network or a second block of math interventions.

3. Carnegie Math interventions: Network Superintendent has purchased 1,100 MATHia licenses for students in

grades 3-8 across the network. MATHia is a personalized learning software that

builds on learning tasks with unique tools that differentiate instruction for each

student. A process has been built in to assess effectiveness and to meet with

representatives to respond to specific Network F needs.

Achievement Gap: address through student support addressing attendance and suspension,

increase graduation and decrease dropout through support models, and continued alignment to

Common Core and specialized programming

Increase Graduation:

2013 – 65.9%

2014 – 66.7%

Decreased Dropout:

2012 – 6.4%

2013 – 4.5%

2014 – 3.8%

Professional development: Affinity Groups, ULD/Landmark, IR&D Common Core in Content

Common Core: Math realignment – PD for network teachers and HM

Master Scheduling: resources to assist schools to design scheduling to meet compliance issues and

offer students classes and social/emotional time for greatest impact on academics

MCAS Boot Camps: twenty hours of content instruction (math, ELA, physics, biology) leading up to

content tests

College Readiness: FASFA forms, reduce remediation classes, increase college graduation

Blended Learning: Rising grade 9 programming, credit recovery

Ed Options: offer additional spaces, redesign funding formula, streamline intake process

Network G- High School Strategic Initiatives


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School Committee Office of Academics - Boston Public Schools · Math, ELA, Science, History, Arts,...

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